Regarding Korean education for overseas Koreans as heritage language education, this study set out to analyze Volumes 7 and 8 of Korean Language, the only teaching material for adolescents among the teaching materials on Korean education focused on ba...
Regarding Korean education for overseas Koreans as heritage language education, this study set out to analyze Volumes 7 and 8 of Korean Language, the only teaching material for adolescents among the teaching materials on Korean education focused on basic communication for overseas Koreans, and propose ways to improve the teaching materials for higher cognitive academic language proficiency(CALP) in Korea. There have been many researches on teaching materials for overseas Koreans, but most of them focused on children. Volumes 7 and 8 of Korean Language are the only teaching materials for adolescents with high interest in the language. In addition, Korean education for overseas Koreans should fit their current situations and should thus be Korean education as heritage language education, but it has much room for improvement. Heritage language education can enhance the language acquisition and learning abilities of students, help with the establishment of identity, and promote the abilities to accept different cultures.
Heritage language education remains at the level of daily conversations in most cases and offers more instructions for speaking and listening skills than reading and writing skills, which raises a need for the cultivation of academic skills in heritage language education. The present study thus proposed organizational plans for the content of teaching materials in two major items: the first one involves heritage language, maintaining that overseas Korean adolescents should be considered as bilingual speakers with dual identities and that it should be easy to make use of teaching materials at home; the other one concerned CALP, proposing improvement measures only for topics, vocabulary, and texts. The development of CALP teaching materials for heritage language education should take a direction of developing teaching materials that have the curricular system as a basic heritage language embodied and focus on learners. If learners of heritage language study Korean with teaching materials developed in that way, they will be less likely to drop out at Korean universities or middle and high schools in the nation. Furthermore, they will be able to exert their capabilities as global citizens by becoming fluent bilingual speakers in the world. In the future, there will be more overseas Koreans that know how to cultivate the right Korean identity, embrace other cultures, and use diverse languages as global citizens.
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